Question 1: The content covered in this eight hour unit is outlined below. It is the customer service unit which forms part of the Certificate II in Library and Information Services. CUCOR03a: Provide quality services to customers Topic and lesson sequence for an eight hour unit of work Interactive learning activities Personal presentation standards: Face-to-face teaching on high standards of personal presentation according to library requirements, OH&S issues, impacts on customers and specific requirements for libraries. 1.Discussion, brainstorm and role-play in the classroom, followed by e-learning activity i.e. comparing the requirements for personal presentation standards in specific libraries using a wiki. 2.Quiz on personal presentation standards for various library environments. Appropriate communication with library clients: 1.Face-to-face teaching on polite, professional, friendly, verbal and non-verbal communication; cultural skills and language barriers. 2.Face-to-face teaching on communication skills such as active listening; conflict resolution in work teams, asking for assistance when necessary 1.Examples of negative customer service: 2.Fawlty Towers and/or You Tube videos (students will locate examples of these). 3.Discussions of what poor customer service looks like to different age groups. 4.Role playing for good and bad customer service. 5.Case study involving language and cultural differences e.g. from a list, investigate cultural differences from particular cultural perspectives. Students respond via wiki. 6.Structured workplace learning and observation in the library. Provide service to clients: 1.Face-to-face teaching on definitions of customer service – good and poor; customer service standards and how they apply to libraries; what employers expect; identifying customer needs and expectations and meeting these appropriately in a timely manner; enhancing the quality of service. 2.Responding appropriately to customer complaints; taking prompt action; referring escalated complaints to appropriate person; maintaining positive and cooperative manner at all times. 1.Locate various customer service standards e.g. Shared Services department of the ACT Govt. Get students to customise these to their own library. 2.Customer service “Wordle” activity for students based on brainstorming of standards of service for their library. 3.Structured workplace learning, role plays and observation in the library. 4.Students to write scripts and analyse scenarios/case studies for appropriate personal greetings at desk and on telephone; prioritising customer service and dealing with complaints Question 2: All four competencies in the above unit are covered: Communicate with the customer; Maintain personal presentation standards; provide service to customers; respond to customer complaints. Question 3: A learner centred environment has been created to engage students by using a variety of interactive methods. Many research studies have shown that students learn best when they have personal engagement with what is being learned and when what they are learning is relevant to them. We have avoided any teaching or learning activities which see students as passive recipients of information conveyed by teachers. All of the teaching, learning activities and the interactive exercises in this unit draw on and extend the students’ prior experience as consumers and customers. This fits with pedagogy that emphasises the importance of students constructing their own meaning, beginning with the beliefs, understandings and cultural practices they bring to this topic. Technology with which they are familiar is also used e.g. You Tube videos. Question 4: Description of all the interactive activities that use technology – this appears in the table above Question 5 and Question 6: Deliver resources and evaluate these. It will not be possible to do this before the end of this Cert IV program!
CUCOR03a: Provide quality services to customers
Topic and lesson sequence for an eight hour unit of work
Interactive learning activities
Personal presentation standards:
Face-to-face teaching on high standards of personal presentation according to library requirements, OH&S issues, impacts on customers and specific requirements for libraries.
1. Discussion, brainstorm and role-play in the classroom, followed by e-learning activity i.e. comparing the requirements for personal presentation standards in specific libraries using a wiki.
2. Quiz on personal presentation standards for various library environments.
Appropriate communication with library clients:
1. Face-to-face teaching on polite, professional, friendly, verbal and non-verbal communication; cultural skills and language barriers.
2. Face-to-face teaching on communication skills such as active listening; conflict resolution in work teams, asking for assistance when necessary
1. Examples of negative customer service:
2. Fawlty Towers and/or You Tube videos (students will locate examples of these).
3. Discussions of what poor customer service looks like to different age groups.
4. Role playing for good and bad customer service.
5. Case study involving language and cultural differences e.g. from a list, investigate cultural differences from particular cultural perspectives. Students respond via wiki.
6. Structured workplace learning and observation in the library.
Provide service to clients:
1. Face-to-face teaching on definitions of customer service – good and poor; customer service standards and how they apply to libraries; what employers expect; identifying customer needs and expectations and meeting these appropriately in a timely manner; enhancing the quality of service.
2. Responding appropriately to customer complaints; taking prompt action; referring escalated complaints to appropriate person; maintaining positive and cooperative manner at all times.
1. Locate various customer service standards e.g. Shared Services department of the ACT Govt. Get students to customise these to their own library.
2. Customer service “Wordle” activity for students based on brainstorming of standards of service for their library.
3. Structured workplace learning, role plays and observation in the library.
4. Students to write scripts and analyse scenarios/case studies for appropriate personal greetings at desk and on telephone; prioritising customer service and dealing with complaints
Question 2: All four competencies in the above unit are covered:
Communicate with the customer; Maintain personal presentation standards; provide service to customers; respond to customer complaints.
Question 3: A learner centred environment has been created to engage students by using a variety of interactive methods. Many research studies have shown that students learn best when they have personal engagement with what is being learned and when what they are learning is relevant to them.
We have avoided any teaching or learning activities which see students as passive recipients of information conveyed by teachers.
All of the teaching, learning activities and the interactive exercises in this unit draw on and extend the students’ prior experience as consumers and customers. This fits with pedagogy that emphasises the importance of students constructing their own meaning, beginning with the beliefs, understandings and cultural practices they bring to this topic. Technology with which they are familiar is also used e.g. You Tube videos.
Question 4:
Description of all the interactive activities that use technology – this appears in the table above
Question 5 and Question 6:
Deliver resources and evaluate these. It will not be possible to do this before the end of this Cert IV program!